scholarly journals Division I student athletes and the experience of academic clustering

2012 ◽  
Author(s):  
Vaughn A. Calhoun
Keyword(s):  
Student Athletes ◽  
Division I ◽  
Academic Clustering

scholarly journals Life after Sports: An Exploration of the Academic Challenges Facing Student-Athletes

2019 ◽  
Vol 4 ◽  
Author(s):  
Nick Stephens
Keyword(s):  
Student Athletes ◽  
Academic Research ◽  
Division I ◽  
Florida State University ◽  
State University ◽  
University Of Michigan ◽  
Christian University ◽  
Academic Challenges ◽  
Academic Clustering ◽  
The University

Any complaints from student-athletes regarding their college experience are often brushed aside in favor of the narrative that everything is handed to them. This is especially true in Division I revenue-generating sports where student-athletes often receive full athletic scholarships to attend school and are treated favorably on campus. Yet the lengths to which athletic departments are willing to go to achieve success often negatively affect the academic endeavors of student-athletes. Academic scandals have abounded in recent years at programs such as Auburn University, the University of North Carolina, the University of Michigan, and Florida State University, and student-athletes often find their academic needs devalued in favor of athletic ones. The purpose of this report is to recognize the academic challenges facing student-athletes, identify three potential causes and make recommendations to alleviate these problems. The three challenges addressed are overly demanding athletic schedules, eligibility-based education, and academic clustering. The report is based on academic research and supplemented by interviews with former Texas Christian University football players. Research focuses on student-athletes in revenue-generating sports (football and basketball) at Division I institutions.

Religiosity, God certainty, and self-efficacy in a cohort of Division I student athletes

2011 ◽  
Author(s):  
Jessy Schram ◽  
Ian Birky ◽  
Sepideh S. Soheilian ◽  
Kristin Bertsch
Keyword(s):  
Self Efficacy ◽  
Student Athletes ◽  
Division I

Pathos and Orchestration in Elite Sport: The Experiences of NCAA DI Student-Athletes

2017 ◽  
Vol 31 (4) ◽  
pp. 344-355 ◽  
Author(s):  
Johannes Raabe ◽  
Tucker Readdy ◽  
Rebecca A. Zakrajsek
Keyword(s):  
Student Athletes ◽  
Qualitative Data ◽  
National Collegiate Athletic Association ◽  
Elite Athletes ◽  
Division I ◽  
Elite Sport ◽  
Optimal Outcomes ◽  
Semistructured Interviews

Coaching is characterized by an inherent pathos between the goals coaches hope to accomplish and those that are realized (Jones & Wallace, 2005). Coaches can actively enhance the likelihood of optimal outcomes through orchestration, a process of incremental coping intended to create improvement in performance (Jones & Wallace, 2005). The current study explored to what extent pathos also manifests in the lives of elite athletes and whether they engage in processes consistent with orchestration. Semistructured interviews were conducted with 12 National Collegiate Athletic Association Division I student-athletes. Primarily deductive analysis of the qualitative data provided confirmation for four domains: (a) sources of ambiguity created by coaches, (b) other sources of ambiguity within student-athletes’ experiences, (c) attempted strategies for orchestrating the pathos, and (d) relationships are crucial for navigating the pathos. The findings potentially offer an approach to understanding the challenges athletes face, which allows coaches to more accurately provide assistance.

Addressing the Problem of Student- Athlete Sleepiness: Feasibility of Implementing an Interactive Sleep Workshop at a Division I School

2016 ◽  
Vol 10 (3) ◽  
pp. 237-247 ◽  
Author(s):  
Emily Kaier ◽  
Danielle Zanotti ◽  
Joanne L. Davis ◽  
Kathleen Strunk ◽  
Lisa DeMarni Cromer
Keyword(s):  
Academic Performance ◽  
Longitudinal Data ◽  
Student Athletes ◽  
Sleep Hygiene ◽  
Division I ◽  
Daily Functioning ◽  
Student Athlete ◽  
Daytime Functioning ◽  
Sleep Behaviors

Sleep concerns are prevalent among student-athletes and can result in impaired athletic and academic performance. The current study investigated the feasibility and effectiveness of a brief sleep workshop for student-athletes. Athletes (N = 152) completed baseline and follow-up questionnaires (n = 104) after the intervention. Greater than half of the athletes (51%) who attended the workshops and followup reported at least one change in sleep behaviors. Results revealed a significant decrease in sleepiness from baseline to follow-up and an improvement in daytime functioning. Although athletes reported an increase in problematic sleep hygiene behaviors, they recorded significant increases in sleep knowledge from baseline to follow-up, which was maintained at the second follow-up. These longitudinal data provide evidence that a brief psychoeducation sleep workshop for student-athletes is promising for improving sleep knowledge and daily functioning.

scholarly journals Impact of Various Collegiate Settings on Athletic Trainers’ Definition of Professional Commitment

2014 ◽  
Author(s):  
Stephine Mazerolle ◽  
Christianne Eason
Keyword(s):  
Athletic Training ◽  
Student Athletes ◽  
Quality Care ◽  
Division I ◽  
Professional Commitment ◽  
Full Time ◽  
Division Iii ◽  
Division Ii ◽  
Definition Of ◽  
The Impact

Purpose: Professional commitment is an individualized concept that combines commitment to a profession and the organization of employment. Currently there is no distinct definition of professional commitment within the context of athletic training. Therefore, the purpose of our study was to evaluate the impact of collegiate divisional setting on the definition of professional commitment. Methods: Online asynchronous interviews. Inclusion criteria consisted of full-time employment in the collegiate setting with at least 1 year of experience beyond a graduate assistantship. Thirty-three BOC certified ATs employed in the collegiate setting (Division I =11, Division II = 9, Division III = 13) volunteered with an average of 10 ± 8 years of clinical experience. Data saturation guided the total number of participants. Participants journaled their thoughts and experiences via QuestionPro™. Multiple analyst triangulation and peer review were included and data was analyzed utilizing general inductive analysis. Results: The importance of current practices emerged across all three settings. ATs in the Division I setting viewed commitment as advocating for their student athletes, providing the best care possible, and mentoring them as young adults. In the Division II setting, ATs were focused on life-long learning as a reflection of commitment. This was often accomplished by attending seminars, completing CEUs, and continually adding to their skill set in order to provide the best care for their student athletes. Division III focused their definition on being a multifaceted health care provider. Exceeding expectations and being a dedicated professional was an aspect of professional commitment. Conclusions: It is important to understand what keeps ATs motivated in the profession in order to enhance retention strategies. Overall, ATs’ professional commitment is derived from providing quality care to student-athletes, continuously advancing education within the profession, and being a multifaceted healthcare provider.

scholarly journals Not Going Pro: On Seeking Lasting Returns from College Sports

2016 ◽  
Vol 2 (1) ◽  
pp. 188 ◽  
Author(s):  
Matthew Horner ◽  
Neal Ternes ◽  
Christopher McLeod
Keyword(s):  
Decision Making ◽  
Ncaa Division I ◽  
Capital Investment ◽  
Student Athletes ◽  
Sport Participation ◽  
National Collegiate Athletic Association ◽  
Collegiate Athletics ◽  
Division I ◽  
Personal Investment

The National Collegiate Athletic Association (NCAA) clearly states there are many favorable qualities derived from participation that benefit those “who go pro in something other than sports.” However, the ability of collegiate athletics to deliver on the promise of attributable long-term vocational value is rarely questioned. Instead, student-athletes are encouraged to think of their participation as a personal investment with enduring rewards for the investor. In this study involving former NCAA Division I student-athletes, the authors examined whether participation can be regarded as an investment and how student-athletes perceive the returns thus derived. Extending Becker’s (1962) theory of human capital investment to sport participation, the authors probed participants’ experiences for evidence of investment thinking and lasting benefits in corporeal, economic, social, and cultural varieties. The findings support the notion that participation in collegiate athletics can be broadly defined as an investment, but not in accordance with the long-term utility maximizing rationale described by neoclassical economists. Furthermore, the high cost of participation, inherent uncertainty, and unreliable information confound the athlete’s decision-making and blur the distinction between consumption in the present and investing for the future.

Sport Knowledge: The Effects of Division I Coach Communication on Student-Athlete Learning Indicators

2021 ◽  
pp. 1-10
Author(s):  
Rikishi T. Rey ◽  
Gregory A. Cranmer ◽  
Blair Browning ◽  
Jimmy Sanderson
Keyword(s):  
Student Athletes ◽  
Team Sports ◽  
Cognitive Learning ◽  
Affective Learning ◽  
Division I ◽  
Student Athlete ◽  
Power Bases ◽  
Expert Power ◽  
State Motivation ◽  
Practical Implications

Sporting environments are informal contexts of learning that are dependent upon coaches’ use of effective instructional communication strategies. Coaches’ use of power while communicating instruction to athletes is especially germane, as coaches must appropriately use relational influence to inspire optimal athletic performance. Using French and Raven’s power bases (i.e., expert, referent, reward, legitimate, and coercive power), this study considers Division I student-athletes’ reports of affective learning for their sport and coaches, cognitive learning, state motivation, and team winning percentages as a function of their coaches’ use of power. Data collected from 170 student-athletes participating in team sports at Power 5 institutions revealed two significant canonical correlation roots. The first demonstrated that the increased use of prosocial power and avoidance of antisocial power were associated with greater amounts of affective learning for coaches, cognitive learning, and state motivation. The second revealed that expert power was associated with increases in cognitive learning and winning. This research has heuristic implications for expanding the assessment of athlete experience, as well as practical implications regarding the identification of effective modes of relational influence in coaching.

Effects of a Social Norm Feedback Campaign on the Drinking Norms and Behavior of Division I Student-Athletes

2002 ◽  
Vol 32 (3) ◽  
pp. 227-244 ◽  
Author(s):  
Dennis L. Thombs ◽  
Monair J. Hamilton
Keyword(s):  
Alcohol Use ◽  
Student Athletes ◽  
Social Norm ◽  
Alcohol Misuse ◽  
Function Analysis ◽  
Drinking Behavior ◽  
Risk Groups ◽  
Division I ◽  
At Risk Populations ◽  
The Impact

Social norm feedback is a promising strategy for reducing alcohol misuse on college campuses. However, little is known about the impact of these interventions on at-risk populations, such as student-athletes. This study examined the effects of a campus-wide media campaign on Division I student-athletes at three universities. A discriminant function analysis revealed that a composite measure of perceived campus drinking norms distinguished between two campaign exposure groups. With the exception of one perceived norm measure (closest friends), the campaign-exposed group reported more conservative estimates of alcohol use in peers. However, there was no evidence that the campaign had reduced alcohol use. The inability of the campaign to reduce perceptions of alcohol use among one's closest friends may have accounted for the lack of change in drinking behavior. Discussion is directed to the potential limitations of using social norm feedback campaigns to reduce alcohol misuse in high-risk groups, such as student-athletes.

“Do Not Question Authority”: Examining Team Rules in National Collegiate Athletic Association Division I Women’s Basketball

2020 ◽  
Vol 7 (3) ◽  
pp. 317-325
Author(s):  
Leslie K. Larsen ◽  
Leslee A. Fisher ◽  
Terilyn C. Shigeno ◽  
Matthew P. Bejar ◽  
Melissa N. Madeson
Keyword(s):  
Best Practices ◽  
Ncaa Division I ◽  
Student Athletes ◽  
National Collegiate Athletic Association ◽  
Division I ◽  
Consensual Qualitative Research ◽  
Athletic Departments ◽  
Organizational Loyalty ◽  
Supportive Environment ◽  
Women's Basketball

While the policies National Collegiate Athletic Association (NCAA) athletic departments have in place regarding social media and drug abuse have been empirically investigated, research on the full battery of rules implemented by NCAA teams is scant. Therefore, the purpose of this study was to analyze the written team rules of 41 NCAA Division I women’s basketball teams to better understand the types of rules that are in place and to hypothesize the effects these rules might have on the development of an autonomy-supportive environment. Using Consensual Qualitative Research, the research team constructed seven domains with multiple categories to represent the data. The domains included the following: (a) program expectations, (b) controlled communication, (c) controlled relationships, (d) controlled appearance/attire, (e) controlled social behavior, (f) recommendations for optimal physical performance, and (g) academic expectation. Based on the results of this study, we conclude that NCAA Division I women’s basketball coaches use team rules as a tool for domination rather than a strategy for developing the autonomy of student-athletes. We offer practical suggestions for coach educators, coach developers, and coaches on best practices when creating team rules to develop an autonomy-supportive environment that strengthens organizational loyalty and improves the experiences of student-athletes.

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